2014-2015 Eustis Middle School7th and 8th Grade AVID Hepp, A. Room 304 February 9-13, 2015

Reading and Writing Strategies / Tutorials / Philosophical Chairs / Tutorials / Philosophical Chairs
AVID Benchmark / AVID Benchmark / AVID Benchmark / AVID Benchmark / AVID Benchmark
REA.A1- Identify key vocabulary while reading
REA.B3- Use multiple reading strategies, including, but not limited to, Marking the Text and number paragraphs to better understand
COLL.1 Participate in team building lessons to learn about valuing and effectively working with others.
COLL.2 Follow established rules for engaging in collaborative activities / INQ. A1- Develop an awareness of Costa’s Levels of Thinking and/or Bloom’s Taxonomy
INQ.B1 Establish a foundational understanding of collaborative tutorial skills / REA.B1 Read and discuss various examples of text, including, but not limited to, articles from magazines and newspapers
REA.B4 Use multiple reading strategies, including, but not limited to, marking the text, annotating text, and numbering paragraphs to better understand text while reading / INQ. A1- Develop an awareness of Costa’s Levels of Thinking and/or Bloom’s Taxonomy
INQ.B1 Establish a foundational understanding of collaborative tutorial skills / INQ.C1 Actively participate in and evaluate the process of Philosophical Chairs and/or Socratic Seminar, selecting topics/articles as appropriate
INQ.C2 Analyze how two or more authors, writing about the same topic, shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts in a Socratic Seminar or Philosophical Chairs
COLL.4 Acknowledge new information expressed by others and, when warranted, modify views accordingly
Learning Objective / Learning Objective / Learning Objective / Learning Objective / Learning Objective
Students will use reading strategies to build and deeper knowledge of the text and interactively show comprehension. / Students will work in collaborative groupings to develop a deeper understanding of content provided to them. / Students will use reading strategies to build and deeper knowledge of the text and interactively show comprehension. / Students will work in collaborative groupings to develop a deeper understanding of content provided to them. / Students will use reading strategies to build and deeper knowledge of the text and interactively show comprehension.
Bell Work / Bell Work / Bell Work / Bell Work / Bell Work
Weekly Grade Check Sheets / Groupings, Assess TRFs / Collect Weekly Grade Check Sheets / Get into groups for Tutorials / Review T-Chart and choose your side
Essential Question / Essential Question / Essential Question / Essential Question / Essential Question
Does a college degree lead to good jobs and happiness? Or debt and regret? / How can you use Costa’s Levels of Thinking to create more in depth discussion questions? / Should all students be required to take higher-level math courses? / How can you use Costa’s Levels of Thinking to create more in depth discussion questions? / Should all students be required to take higher-level math courses?
Objective / Objective / Objective / Objective / Objective
Students will use the GIST strategy when reading for understanding. / Students will collaborate while completing an AVID Tutorial. / Students will do background of research for their philosophical chairs activity Friday on their passage. / Students will collaborate while completing an AVID Tutorial. / Students will run philosophical chairs.
Agenda / Agenda / Agenda / Agenda / Agenda
I do: Review passage and vocabulary / I DO: Expectations and reminders / I DO: Introduce philosophical chairs, procedures and expectations / I DO: Reminders / I DO:Reminders
We do: Students finish GIST statements / WE DO: Tutorials / WE DO: Passage- Algebra II and strategies / WE DO: Tutorials / WE DO: Philosophical Chairs- Should students have to pass AlgebraII in order to graduate?
You do: Rough draft of prompt / YOU DO: 3-Column Notes / YOU DO: Highlight opposing claims in two different colors / YOU DO: Reflection Piece
**Remediation when finished / YOU DO: Reflection
Exit Ticket / Exit Ticket / Exit Ticket / Exit Ticket / Exit Ticket
Would you use GIST in any other class? Why is this strategy helpful? / How did you group collaborate? What questions were asked that helped improve the tutorials? / What is your position on the topic? / What was your strongest reflection on this week’s tutorial? / What other classes have you done this strategy in? What were some things that you could improve upon next time you conduct this strategy?
Homework / Homework / Homework / Homework / Homework
Final copy of prompt answer, Weekly Grade Check Sheet / Weekly Grade Check Sheet / Complete T-chart! / Bring T-Chart for Friday! / None- No school Monday!
ESE Accommodations / Technology Used By Teachers/Students
ESOL/ESE: MODIFICATIONS
All ESE and ESOL student’s
E1. Contextual Clues, Gestures
E2. Using multiple media
E3. Using linguistic modifications
E4. Individualized instruction
E5. Peer tutoring
E6. Using written and pictorial forms to teach
E7. Adjusting or shortening assignments
E8.Hand-on experiences
E9. Small group instruction
E10. Cooperative learning groups
E11. Defining content area language
E12. Using alternate assignments
E13.Easy-to-understand steps or parts
E14. Using role-playing
E15. Adapting written text and materials
E16. Other
Classes which require ESE/ESOL modifications to be made:
1st Period
6th Period / Use of power points for in class teaching.
Access to skyward, e+ to track and view grades and assignments.
Projector and Doc Camera